AP Psychology Sample Student Responses and Scoring ...

2018

AP Psychology

Sample Student Responses and Scoring Commentary

Inside:

Free Response Question 1 RR Scoring Guideline RR Student Samples RR Scoring Commentary

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AP? PSYCHOLOGY 2018 SCORING GUIDELINES

Question 1

Jackie has been chosen for the lead role in the school play. She is both nervous and excited about this opportunity.

Part A

Explain how each of the following concepts may help her performance in the play. ? Context-dependent memory ? Acetylcholine ? Kinesthetic sense ? Selective attention

Part B

Explain how each of the following concepts may hinder her performance in the play.

? Proactive interference ? Yerkes-Dodson law of arousal ? External locus of control

General Considerations

1. Answers should be presented in sentences cogent enough for the meaning of the response to come through. Spelling and grammatical mistakes do not reduce the score of a response, but spelling must be close enough that the reader is convinced of the word.

2. Do not score any notes made on the question section of the booklet. Score only what has been written in the blanks provided in the booklet.

3. Definitions alone will not score, but they may be used to enhance the application. 4. Within a point, a student will not be penalized for misinformation unless it directly contradicts correct

information that otherwise would have scored a point. A correct application with an incorrect definition is not considered a direct contradiction and should score the point. 5. Rubric examples provided for each point are not to be considered exhaustive. 6. Responses that simply parrot or repeat the terms from the question will not score. 7. A response can score a point only if it clearly conveys what part of the question is being answered. It may be possible to infer what part of the question is being answered if it is consistent with the order of the question.

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AP? PSYCHOLOGY 2018 SCORING GUIDELINES

Question 1 (continued)

Part A

All responses in Points 1?4 must include a reference to the concept helping Jackie in either her practice for the play OR her actual performance in the play.

Point 1: Context-dependent memory

Responses must link Jackie's use of something external to her as a memory cue to a positive practice/performance-related outcome.

? Score: "Jackie knows that she should rehearse her role on the stage on which the play will actually take place to do her best in the performance."

? Score references to dialogue or other elements of the play that are external to Jackie (e.g., another actor), but do NOT score her simply remembering her lines.

? Do NOT score references to circadian rhythm. ? Do NOT score examples of mood-congruent memories or reasons for forgetting (e.g., interference, decay).

Point 2: Acetylcholine

Responses must link acetylcholine's role in memory, learning, muscle movement, emotion, arousal, or calming to a positive practice-/performance-related outcome.

? Score: "Jackie's acetylcholine allows her to remember when she needs to say particular lines during the play."

? Score: "Acetylcholine allows Jackie to move easily from one position to another on the stage."

Note: Responses need not identify ACh as a neurotransmitter or chemical. However, responses that mischaracterize ACh as a drug, hormone, brain part, neuron, etc., do NOT score the point.

Point 3: Kinesthetic sense

Responses must link Jackie's sensation of the movement of her body or the position of her body part(s) to a positive practice-/performance-related outcome.

? Score: "Jackie can dance and wave her arms in the air during the play without having to look for them due to her sense of kinesthesis."

? Do NOT score vestibular sense or reference to balance alone. ? Do NOT score references to whole-body location in space; (e.g., "Jackie knows where she is on the stage,

which makes for a better performance)." ? Do NOT score references to memory (e.g., muscle memory; remembering what movements she's

supposed to make).

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AP? PSYCHOLOGY 2018 SCORING GUIDELINES

Question 1 (continued)

Point 4: Selective attention Responses must link Jackie's directing her focus AND her filtering or ignoring other stimuli to a positive practice/performance-related outcome.

? Score: "Jackie ignores her upset stomach as the play starts so that she can focus on her lines." ? Do NOT score references to deliberate prioritization or allocation of time; e.g., "Jackie focuses exclusively

on her play, ignoring her other classes, and she does a great job in the play." Part B All responses in Points 5?7 must include a reference to the concept hindering Jackie in either her practice for the play OR her actual performance in the play. Point 5: Proactive interference Responses must link an older memory interfering with the learning or retrieval of a newer memory to a negative practice-/performance-related outcome.

? Score: "Jackie forgets her line for the play when she accidentally speaks a line from a play she was in last year."

? Do NOT score retroactive interference or other reasons for forgetting. Point 6: Yerkes-Dodson law of arousal Responses must link Jackie's non-optimal arousal level (excessively high or low) to a negative practice/performance-related outcome.

? Score: "Because Jackie is extremely nervous as the play starts, she forgets the first few lines of the play." ? Score: "Jackie's boredom with her role hindered the quality of her rehearsal for the play." ? Do NOT score Jackie being at the optimal level of arousal and doing well in the play. High arousal path: Words such as "nervous," "aroused," "anxious," and so on are insufficient to indicate nonoptimal arousal and must have an amplifying modifier, such as "extremely," "too," "high," "so," or "overly," in order to score the point. Low arousal path: Modifiers may be used to indicate low arousal (e.g., "not aroused enough"), but words indicating the LACK of arousal (e.g., unmotivated, disinterested, inattentive, bored) may score on their own.

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AP? PSYCHOLOGY 2018 SCORING GUIDELINES

Question 1 (continued)

Point 7: External locus of control Responses must link Jackie's belief that outcomes are subject to an outside factor (e.g., luck, fate, destiny, other people, circumstances) to a negative practice-/performance-related outcome.

? Score: "Jackie thinks her performance depends on how the rest of the cast does, so she does not rehearse enough."

? Score: "Jackie believes she is destined to fail, so she doesn't perform as well." ? Do NOT score references to her lack of either confidence (e.g., self-efficacy, self-esteem, self-fulfilling

prophecy) or sense of control UNLESS they are linked to an outside factor. ? Do NOT score: "Jackie believes she is going to fail, so she doesn't even try to do a good job in the play,"

because there is no outside force. ? Do NOT score: "External locus of control states that outside factors have more of a role in action than

internal ones, which could hinder Jackie's performance," because there is no indication of a belief on Jackie's part.

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